论文部分内容阅读
从研究范式的角度看中国改革开放后30年来少数民族教育研究的图景,发现:马克思主义民族教育思想是中国民族教育政策制订的指导思想,强调国家统一和爱国主义。多元文化教育范式在中国体现为多元一体化教育。民族认同研究范式强调民族文化的传承。民族地区教育不均衡发展研究范式认为,在中国,地区差别、城乡差别和阶层差别所造成的教育不平等要远远显著于族群差别。民族地区学校教育质量研究范式从教育学的角度研究了中国少数民族教育面临的困难和存在的问题。这些研究范式充分反映了30年来少数民族教育的发展变化。少数民族教育越来越受到关注,国家在不断改进少数民族教育政策,旨在更好地促进少数民族教育发展。
From the perspective of research paradigm, we can see the picture of ethnic minority education research in the past 30 years after the reform and opening up in China. It is found that the Marxist national education thought is the guiding ideology of China’s national education policy formulation and emphasizes national unification and patriotism. The multicultural education paradigm is reflected in China as a diversified and integrated education. National identity research paradigm emphasizes the inheritance of national culture. The research paradigm of uneven development of education in ethnic regions holds that education inequalities caused by regional differences, urban-rural differences and class differences are far more significant in ethnic differences in China. The research paradigm of quality of school education in minority areas from the perspective of pedagogy studied the difficulties and problems existing in the education of ethnic minorities in China. These research paradigms fully reflect the development and changes of ethnic minority education over the past 30 years. Minority education is receiving increasing attention. The state is constantly improving the education policy for ethnic minorities so as to better promote the development of education for ethnic minorities.